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Physical EducationQ&A by dot point
A short Q&A bank for every Wales Physical Education syllabus dot point. Each question and answer is drawn directly from our worked dot-point page, so you can scan key concepts before opening the long-form answer.
Unit 1: Exercise physiology
- Aerobic and anaerobic exercise, the word equations for releasing energy, the build-up and removal of lactic acid, and the idea of oxygen debt and recovery.0Q&A pairs
- The short-term (immediate) responses of the body systems to exercise and the long-term adaptations that result from regular training.0Q&A pairs
- The structure and function of the heart, the pathway of double circulation, heart rate, stroke volume and cardiac output, and the role of the blood vessels.0Q&A pairs
- The major muscles of the body, how muscles work as antagonistic pairs, the types of muscle contraction (concentric, eccentric, isometric), and the types of muscle fibre.0Q&A pairs
- The pathway of air and the mechanics of breathing, gas exchange at the alveoli, lung volumes, and how breathing changes during exercise.0Q&A pairs
- The functions of the skeletal system, the main bones and types of bone, the types of synovial joint, and the movements they allow at the joints used in sport.0Q&A pairs
Unit 1: Health, training and exercise
- The health-related and skill-related components of fitness, their definitions, and a sporting example of where each is important.0Q&A pairs
- The standard fitness tests matched to each component of fitness, how each test is carried out, and the reasons for testing, including reliability and validity.0Q&A pairs
- The definitions of health, fitness and well-being, the relationship between them, and the physical, mental and social benefits of taking part in physical activity.0Q&A pairs
- The methods of training (continuous, interval, fartlek, circuit, weight, plyometric and flexibility), what each develops, and how to choose a method to suit the individual and the activity.0Q&A pairs
- The principles of training (specificity, progression, overload, reversibility and variance), how overload is applied through the FITT principle, and the idea of individual needs and tedium.0Q&A pairs
- The risks of a sedentary lifestyle, the components of a balanced diet, the role of the main nutrients, energy balance and the importance of hydration.0Q&A pairs
- Maximum heart rate and the calculation of aerobic and anaerobic training zones, and the link between training intensity and aerobic or anaerobic exercise.1Q&A pairs
- The structure and components of a warm-up and a cool-down, their physiological benefits, and the handling of data when planning and reviewing training.0Q&A pairs
Unit 1: Movement analysis
- The three classes of lever (first, second and third), the positions of the fulcrum, load and effort, examples in the body, and the meaning of mechanical advantage.0Q&A pairs
- The three planes of movement (sagittal, frontal, transverse) and their axes (transverse, sagittal, vertical), and how to apply them to movements in sport.0Q&A pairs
- The use of sports technology in analysing and improving performance and in supporting officiating, and the advantages and disadvantages of using it.0Q&A pairs
Unit 1: Psychology of sport
- The classification of skills on continua (basic and complex, open and closed, and others), the difference between skill and ability, and the characteristics of a skilled performance.0Q&A pairs
- The reasons for setting goals, the SMART principle for writing effective targets, and the difference between outcome and performance goals.1Q&A pairs
- The types of guidance (visual, verbal, manual and mechanical) and the types of feedback (positive and negative, intrinsic and extrinsic, knowledge of results and performance), and when each is most useful.0Q&A pairs
- The basic information processing model (input, decision making, output and feedback) and how a performer uses it to produce and refine a skill.0Q&A pairs
- Mental preparation techniques and the effect of arousal on performance, and the types of motivation (intrinsic and extrinsic) and how they affect a performer.0Q&A pairs
- The stages of learning (cognitive, associative and autonomous) and the types of practice (massed, distributed, whole and part) and when each is suitable.0Q&A pairs
Unit 1: Socio-cultural issues
- The commercialisation of sport, the relationship between sport, sponsorship and the media (the golden triangle), and the advantages and disadvantages for sport, performers and spectators.0Q&A pairs
- Sportsmanship, gamesmanship and deviance in sport, and the reasons for and consequences of doping and the use of performance-enhancing drugs.1Q&A pairs
- The factors that influence participation in physical activity (such as age, gender, peers, family, cost and access) and the barriers that reduce participation.0Q&A pairs
- The target groups whose participation is below average and the provision, schemes and strategies used to increase their participation and make sport more inclusive.0Q&A pairs